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"Para awardee program IISMA yang diharuskan untuk menjalani perkuliahan selama satu semester di host university sangat mungkin mengalami berbagai tantangan akademik yang berpotensi memunculkan kegagalan sehingga dibutuhkan kemampuan resiliensi akademik yang baik agar awardees dapat bangkit dan menunjukkan performa yang maksimal. Penelitian ini bertujuan untuk melihat hubungan antara self-compassion dan resiliensi akademik dengan perceived social support sebagai moderator. Pengambilan data dilakukan dengan menyebarkan kuesioner daring yang berisi tiga alat ukur (ARS-Indonesia, Self-compassion Scale (SCS), dan The Multidimensional Scale of Perceived Social Support (MSPSS)) kepada awardees program IISMA batch 1 dan 2. Hasil analisis data pada 157 partisipan menunjukkan bahwa terdapat korelasi positif yang signifikan antara self-compassion dan resiliensi akademik (r = .646 (p < .001) serta antara perceived social support dan resiliensi akademik (r = .311 (p < .001). Akan tetapi, perceived social support tidak dapat memoderatori hubungan antara self-compassion dan resiliensi akademik F(3,153) = 37.4749 p > .05. Penelitian ini diharapkan dapat menjadi acuan dalam mengevaluasi program IISMA khususnya dari segi psikologis para awardee saat berada di host country.

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IISMA awardees who are required to attend lectures for one semester at the host university may encounter a variety of academic difficulties that could lead to failure. Therefore, awardees need strong academic resilience skills to overcome these difficulties in order to perform well. The aim of this study is to look at the relationship between self-compassion and academic resilience with perceived social support as the moderator. The study was conducted online by giving out questionnaires that include three measurement tools (ARS-Indonesia, Self-compassion Scale (SCS), The Multidimensional Scale of Perceived Social Support (MSPSS) to IISMA alumni from batch 1 and 2. The result from data analysis on 157 participants showed a positive significant correlation between self-compassion and academic resilience (r = .646 (p < .001) as well as between perceived social support and academic resilience (r = .311 (p < .001) ) However, perceived social support cannot moderate the relationship between self-compassion and academic resilience F(3,153) = 37.4749 p > .05. This study is expected to be useful as a reference in evaluating the IISMA program, specifically in terms of the psychological factors of the awardees during the study program in the host country."

"Penelitian terdahulu mengindikasikan bahwa perceived social support merupakan prediktor resiliensi serta beberapa dimensi adaptabilitas. Namun, penelitian yang meneliti efek mediasi resiliensi pada hubungan perceived social support dan adaptabilitas masih terbatas. Dengan semakin maraknya pembelajaran ke luar negeri, topik ini semakin relevan pada mahasiswa Indonesia. Maka, tujuan penelitian skripsi ini adalah meneliti peran resiliensi sebagai mediator dalam hubungan antara perceived social support dan adaptabilitas mahasiswa internasional sarjana berkewarganegaraan Indonesia (international student). Partisipan berjumlah 89 mahasiswa sarjana berumur 18-24 tahun yang terdiri dari 29 pria dan 60 wanita. Seluruh partisipan pernah, atau sedang menuntut pendidikan di luar Indonesia selama minimal 3 bulan berturut-turut. Pengukuran dilakukan menggunakan alat ukur The Multidimensional Scale of Perceived Social Support (M = 67.6; SD = 10.1), Connor-Davidson Resilience Scale (M = 75.8; SD = 12), serta Individual Adaptability Scale (M = 182.1; SD = 19.2). Analisis statistik mengungkap bahwa perceived social support positif memprediksi adaptabilitas pada mahasiswa internasional berkewarganegaraan Indonesia (p < .001). Resiliensi memprediksi adaptabilitas secara positif (p < .001), dan terdapat indirect effect dari perceived social support terhadap adaptabilitas yang dimediasi oleh resiliensi (p < .01). Dapat disimpulkan bahwa para mahasiswa internasional Indonesia yang memperoleh perceived social support memiliki adaptabilitas baik yang dimediasi oleh resiliensi.

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Previous research indicated that perceived social support predicted resilience and certain dimensions of adaptability. However, there has been few research conducted on the mediating effects of resilience on the relationship between perceived social support and adaptability. Furthermore, with the increasing trend of studying abroad, this topic has become ever more relevant. Thus, this research aims to discover the mediating role of resilience in the relationship between perceived social support and adaptability in Indonesian undergraduates studying abroad, hereafter called ‘international students’. A total of 89 participants consisting of 29 males and 60 females aged 18 to 24 took part in this research. All participants were undergraduate students of Indonesian nationality, and are currently, or had previously studied abroad for no less than 3 months consecutively. Measurements utilised The Multidimensional Scale of Perceived Social Support (M = 67.6; SD = 10.1), Connor-Davidson Resilience Scale (M = 75.8; SD = 12), and Individual Adaptability Scale (M = 182.1; SD = 19.2). Statistical analysis revealed that perceived social support positively predicted adaptability in Indonesian international students (p < .001), resilience positively predicted adaptability (p < .001), and there were indirect effects of perceived social support on adaptability, mediated by resilience (p < .01). The results showed that Indonesian international students who had perceived social support were closely associated with high levels of adaptability when mediated by resilience."

"Dalam makalah ilmiah ini, saya mencoba berefleksi atas pengalaman saya dalam program Indonesian International Student Mobility Awards (IISMA) untuk menunjukkan bagaimana program-program yang dilaksanakan dalamnya beserta dengan diskursus mengenai ekspektasi akan partisipan IISMA ini, mengindikasikan bahwa IISMA merupakan proyek untuk mempromosikan budaya Indonesia dan juga mencoba menciptakan citra tersendiri untuk 'orang Indonesia' di mata masyarakat asing. Namun, saya melihat bahwa dalam upaya mempromosikan kebudayaan Indonesia ini, para koordinator IISMA mengedepankan suatu konsepsi kebudayaan Indonesia yang dibentuk oleh pemikiran Orientalis yang mendorong kami untuk menampilkan kebudayaan Indonesia selayaknya sebuah kebudayaan yang primitif, statis, dan eksotis . Dalam hal ini, saya juga akan menarasikan upaya-upaya saya untuk melawan cara berpikir self-orientalist tersebut, baik itu melalui upaya-upaya untuk mengubah konstruksi self-orientalist itu sendiri, atau dengan menggunakan penggambaran eksotis tersebut untuk memahami identitas saya itu sendiri.

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In this paper, I aim to reflect upon experiences from my participation in the Indonesian International Student Mobility Awards (IISMA) program to show how the various programs and discourse regarding the expectations for the recipients of the awards point to the program being a project of promoting Indonesian culture and in cultivating a specific image of ‘an Indonesian’ in the eyes of our foreign audience. However, I argue that in these efforts of promoting Indonesian culture, the coordinators of the IISMA program push forward a conception of Indonesian culture that is shaped by Orientalist thought which push us to portray our own culture in a manner that reinforces depictions that paint us as a primitive, static, and exotic culture. I will also narrate how throughout my participation in this event, I have attempted to exercise my own agency to resist against these self-orientalist modes of thinking, either in attempts to reshape them or in using them to find my place during my time abroad.

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"Mahasiswa berbakat intelektual merupakan aset yang potensial untuk mampu berhasil di bidangnya, meski demikian tidak semua mahasiswa berbakat intelektual mengalami kesuksesan karena aspek sosial emosi. Karakter perfeksionisme merupakan aspek sosial emosi yang dominan dan memiliki dampak negatif terhadap prestasi akademik. Penelitian ini bertujuan untuk menjelaskan dinamika pengaruh negatif perfeksionisme maladaptif terhadap prestasi akademik, ketika dalam dinamikanya terdapat peran persepsi ekspektasi guru dan teman sebaya. Dibahas juga peran keterampilan yang dapat membuat perfeksionisme maladaptif menjadi lebih adaptif dalam pencapaian prestasi akademik, yaitu self-compassion dan goal adjustment yang terdiri dari goal disengagement dan goal re-engagement.Penelitian ini menggunakan pendekatan mixed-method; explanatory sequential design untuk menguji model teoritis moderated mediation yang diajukan. Pada tahap kuantitatif delapan puluh enam responden mahasiswa berbakat intelektual mengisi kuesioner: (1) pelaporan nilai IPK, (2) Skala Persepsi Ekspektasi Guru; (3) Skala Persepsi Ekspektasi Teman Sebaya, (4) Frost Multidimensional Perfectionism Scale, (5) Self-Compassion Scale, dan (6) Goal Adjusment Scale. Hasil menemukan kondisi persepsi ekspektasi guru dan teman sebaya dihayati sebagai keinginan menghindari kekecewaan terbukti secara empiris berdampak pada prestasi akademik ketika perfeksionisme maladaptif sebagai mediator. Selain itu, ketika terdapat dinamika self-compassion dan goal adjustment sebagai moderator, pengaruh perfeksionisme maladaptif melemah terhadap prestasi akademik. Sementara kondisi persepsi ekspektasi guru dan teman sebaya dihayati positif atau memberatkan terbukti tidak berpengaruh secara signifikan pada hubungan perfeksionisme maladaptif dan prestasi akademik. Pada tahap 2 kualitatif wawancara terhadap delapan responden yang dipilih dari tahap pertama. Hasil menunjukkan perfeksionisme mengganggu prestasi akademik, persepsi ekspektasi guru dan teman sebaya memperkuat sikap perfeksionisme, dan kemampuan untuk menerima kesalahan (self-compassion) dan kemampuan melepaskan sementara tujuan utama (goal disengagement) dapat mengurangi dampak negatif perfeksionisme pada prestasi akademik.

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Undergraduate gifted students are a potential asset to be able to succeed in their fields, although not all undergraduate gifted students experience success because of the social and emotional aspects. Perfectionism character is the dominant social emotional aspect and has a negative impact on academic achievement. This study aims to explain the dynamics of negative impact maladaptive perfectionism on academic achievement, when the perception of expectations of teachers and peers intervene. It also discusses the role of skills that can make maladaptive perfectionism more adaptive in achieving academic achievement, namely self-compassion and goal adjustment consisting of goal disengagement and goal re-engagement.

This study uses a mixed-method approach; explanatory sequential design to test the proposed moderated mediation theoretical model. In the quantitative stage, eighty-six intellectual gifted student respondents filled out the questionnaires: (1) GPA value reporting, (2) Teacher's Expectation Perception Scale; (3) Peer Expectation Perception Scale, (4) Frost Multidimensional Perfectionism Scale, (5) Self-Compassion Scale, and (6) Goal Adjustment Scale. The results found that the perception of teacher and peer expectations as a desire to avoid disappointment was empirically proven to have an impact on academic achievement when maladaptive perfectionism was the mediator. In addition, when there are dynamics of self-compassion and goal adjustment as moderators, the effect of maladaptive perfectionism weakens on academic achievement. Meanwhile, the perception of teacher and peer expectations positive or burdensome was proven not to have a significant effect on the relationship between maladaptive perfectionism and academic achievement. In stage 2 qualitative interviews with eight respondents were selected from the first stage. The results show that perfectionism give a negative to academic achievement, perceptions of teacher and peer expectations strengthen attitudes of perfectionism, and the ability to accept mistakes (self-compassion) and the ability to temporary let go the main goal (goal disengagement) can reduce the negative impact of perfectionism on academic achievement."

"Meskipun mahasiswa telah mempersepsikan dukungan sosial yang berasal dari berbagai sumber, distres psikologis pada mahasiswa masih sering terjadi dan memiliki urgensi tinggi untuk diperhatikan dan diatasi. Perceived social support sebagai faktor sosial memengaruhi distres psikologis pada individu melalui persepsi bahwa dirinya dicintai, dipedulikan dan dihargai oleh orang lain sehingga individu merasa lebih percaya diri dalam mengatasi stresor. Self-compassion sebagai proses kognitif yang berperan dalam penilaian positif terhadap stresor melalui pemberian belas kasih dan kepedulian pada diri sendiri. Partisipan dalam penelitian ini berjumlah 416 mahasiswa berstatus aktif dalam rentang usia antara 18 hingga 25 tahun. Variabel distres diukur menggunakan Hopkins Symptom Checklist (HSCL), perceived social support diukur menggunakan Multidimensional Scale of Perceived Social Support (MSPSS) dan self-compassion menggunakan Self-Compassion Scale (SCS). Analisis utama regresi linear berganda untuk mengetahui pengaruh perceived social support dan self-compassion terhadap distres psikologis. Hasil penelitian menemukan bahwa terdapat pengaruh positif yang signifikan dari perceived social support terhadap distres psikologis dan terdapat pengaruh negatif yang signifikan dari self-compassion terhadap distres psikologis

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Although students have received social support from various sources, psychological distress on students is still common and has a high urgency to be noticed and overcome. Social support as a social factor influences psychological distress in individuals through the belief that they are loved, cared for and valued by others so that individuals feel more confident in dealing with stressors. Self-compassion as a cognitive process plays a role in positive appraisal of stressors through giving compassion and self-care. Participants in this study were 416 active status students in the age range between 18 to 25 years. Distress variables are measured using the Hopkins Symptom Checklist (HSCL), social support is measured using the Multidimensional Scale of Perceived Social Support (MSPSS) and self-compassion using the Self-Compassion Scale (SCS). The main analysis of multiple linear regression is to determine the influence of social support and self-compassion on psychological distress. The results found that there was a significant positive effect of social support on psychological distress and there was a significant negative effect of self-compassion on psychological distress."

"Tuntutan perkuliahan yang tinggi terutama dalam konteks pembelajaran daring dapatmenyebabkan academic burnout pada mahasiswa. Academic burnout dapat berdampakpada kesejahteraan psikologis dan kelancaran perkuliahan mahasiswa, sehingga selfcompassiondiprediksi dapat menjadi strategi coping yang efektif. Penelitian ini mengujihubungan antara self-compassion dan academic burnout pada mahasiswa programsarjana, dengan menggunakan Self-Compassion Scale versi adaptasi bahasa Indonesia(Sugianto dkk., 2020) dan Oldenburg Burnout Inventory Student Version (Reis dkk.,2015). Partisipan berasal dari Universitas Indonesia, Institut Teknologi Bandung, danUniversitas Gadjah Mada (N=291). Hasil penelitian mendukung hipotesis penelitian ini.Ditemukan bahwa self-compassion memiliki hubungan negatif yang signifikan denganacademic burnout (r = -0,43, p <0,01). Artinya, mahasiswa yang memiliki selfcompassionyang tinggi, akan memiliki kecenderungan yang rendah untuk mengalamiacademic burnout. Mahasiswa pada penelitian ini termasuk pada kategori kelompok yangburnout (M=2,79, SD=0,45), dimana metode pembelajaran daring berperan pada haltersebut.

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High study demands at college especially in online learning can make an impact on

academic burnout for the students. Academic burnout can affect the psychological wellbeing

and the smoothness journey of student's college life, thus self-compassion is

predicted to be the effective coping strategies for them. This study examines the

relationship between self-compassion and academic burnout in undergraduate students,

using Self-Compassion Scale Indonesian adaptation version (Sugianto et al., 2020) and

Oldenburg Burnout Inventory Student Version (Reis et al., 2015). The participants were

from Universitas Indonesia, Institut Teknologi Bandung, and Universitas Gadjah Mada

(N=291). The result of this study supports the hypothesis of this study. Namely, selfcompassion

has the negatively significant relationship with academic burnout (r = -0,43,

p <0,01). That means, student who have high self-compassion, would likely have a low

tendency of academic burnout. The students in this study is categorized in burnout group

(M=2,79, SD=0,45), whereas online learning method could take a role in this."

"Dalam kehidupan perkuliahan di universitas, stres akademik senantiasa menjadi faktor penghalang bagi mahasiswa untuk mencapai subjective well being yang tinggi. Self compassion diperkenalkan sebagai salah satu variabel yang berpotensi dapat melindungi mahasiwa dari stres akademik. Penelitian ini bertujuan untuk melihat bagaimana efek self compassion dalam memoderasi hubungan antara stres akademik dan subjective well being. Partisipan penelitian ini adalah 251 mahasiswa dengan rentang usia berkisar antara 18-23 tahun (M=21,18, SD=1.33). Hasil analisis korelasi Pearson menunjukan bahwa stres akademik secara signfikan berkorelasi negatif dengan subjective well being. Hasil analisis moderasi menggunakan PROCESS Macro Hayes menunjukan bahwa self compassion tidak berkontribusi secara signifikan terhadap hubungan antara stres akademik dan subjective well being. Hasil penelitian, implikasi, limitasi, serta saran untuk penelitian kedepannya didiskusikan.

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In university life, academic stress is always become a major obstacle for students to achieve high subjective well-being. Self-compassion is introduced as a variable that has the potential to protect students from academic stress. This study aims to see how the effect of self- compassion in moderating the relationship between academic stress and subjective well-being. The participants of this study were 251 students with an age range ranging from 18-23 years (M=21.18, SD=1.33). The results of Pearson correlation analysis shows that academic stress is significantly negatively correlated with subjective well being. The results of the moderating analysis using PROCESS Macro Hayes show that self-compassion does not contribute significantly to the relationship between academic stress and subjective well-being. The research results, implications, limitations, and suggestions for future research are discussed."

"Penelitian ini bertujuan untuk mengetahui apakah self-compassion memediasi hubungan antara perceived social support dengan gejala depresi. Menimbang hasil penelitian bahwa gangguan psikologis terutama depresi paling rentan dialami oleh individu usia 18 hingga 25 tahun, maka gejala depresi penting untuk diperhatikan pada periode emerging adulthood. Desain penelitian ini yaitu korelasional. Jumlah partisipan 803 partisipan usia 18 hingga 25 tahun, dengan ketentuan belum menikah dan belum mempunyai anak. Instrumen dalam penelitian ini Multidimensional Scale of Perceived Social Support (MPSS), General Health Questionnaire-1 2 (GHQ-12), dan Self-Compassion Scale-Short Form (SCS-SF). Hasil pengujian statistik membuktikan bahwa self-compassion memediasi secara parsial hubungan antara perceived social support dan gejala depresi, dengan indirect effect(β = - .067, p = 0.0000) dan direct effect(β = - .081, p = 0.0000) yang signifikan. Hasil analisis mediasi menunjukan perceived social support dapat langsung melewati gejala depresi atau melewati self-compassion terlebih dahulu. Individu yang mempersepsi mendapatkan perceived social support yang tinggi, akan merasa dirinya berharga dan berusaha menoleransi kondisi sulit yang dialami, sehingga memunculkan pemberian kebaikan pada diri sendiri dan mengurangi gejala depresi.

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This study aims to determine whether self-compassion mediates the relationship between perceived social support and depressive symptoms. Considering the results under study that psychological disorders, especially depression, are the most susceptible to individuals aged 18 to 25 years, whose symptoms of depression are important to pay attention to what appears. The design of this study is correlational. Number of participants 803 participants aged 18 to 25 years, provided that they were single and had no children. The instrument in this study is Multidimensional Scale of Social Perception Support (MPSS), Public Health Questionnaire-12 (GHQ-12), and Self-Compassion Scale-Short Form (SCSSF). Statistical test results have shown that self-compassion partially mediates the relationship between perceived social support and depressive symptoms, with significant indirect effects (β = - .067, p = 0.0000) and direct effects (β = - 081, p = 0.0000). The results of the mediation analysis show that perceived social support can directly influence depressive symptoms or affect self-compliance = first. Emerging adults who feel they have high perceived social support, will feel themselves worthy and try to tolerate difficult conditions that are experienced, thus providing good for themselves and reducing symptoms of depression."

"Bagi penyintas kanker remaja-dewasa muda, mengidap kanker adalah peristiwa yang sangat menantang dan mengubah hidup. Walaupun dapat membawa dampak negatif, kanker sebaliknya dapat menjadi pemicu dialaminya posttraumatic growth (PTG) pada penyintas kanker remaja-dewasa muda. Salah satu faktor protektif yang berhubungan dengan kemunculan PTG adalah persepsi dukungan sosial. Kemudian, diduga bahwa mekanisme yang dapat menjelaskan terdapatnya hubungan antara persepsi dukungan sosial dan PTG pada penyintas kanker remaja-dewasa muda adalah kemunculan self- compassion. Maka dari itu, penelitian ini bertujuan untuk menyelidiki hubungan antara persepsi dukungan sosial dan PTG pada penyintas kanker remaja-dewasa muda dengan self-compassion sebagai mediator. Penelitian korelasional ini melibatkan 55 penyintas kanker di Indonesia dengan usia diagnosis 15—39 tahun yang saat ini berusia 18—39 tahun (Musia = 27,64; SD usia = 5,74; 78,18% perempuan). Alat ukur yang digunakan adalah PTGI-SF (Posttraumatic Growth Inventory-Short Form), MSPSS (Multidimensional Scale of Perceived Social Support), dan SWD-SF (Skala Welas Diri-Short Form). Hasil penelitian menunjukkan bahwa persepsi dukungan sosial dan self-compassion berkorelasi positif signifikan dengan PTG pada penyintas kanker remaja-dewasa muda. Akan tetapi, self-compassion tidak terbukti menjadi mediator pada hubungan antara persepsi dukungan sosial dan PTG pada penyintas kanker remaja-dewasa muda. 

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For adolescent and young adult (AYA) cancer survivors, living with cancer is a challenging and life-changing experience. Although it causes several negative impacts, cancer can induce the process of experiencing posttraumatic growth (PTG) in AYA cancer survivors. One of the protective factors associated with PTG is perceived social support. Furthermore, it hypothesized that a mechanism that can explain the relationship between perceived social support and PTG is the emergence ofself-compassion. Therefore, this study explores the relationship between perceived social support and PTG in AYA cancer survivors with self-compassion as a mediator. This correlational study involved 55 cancer survivors with the age of diagnosis of 15—39 years old who currently is 18—39 years old (Mage = 27,64; SDage = 5,74; 78,18% female). The instruments used in this study are PTGI-SF (Posttraumatic Growth Inventory-Short Form), MSPSS (Multidimensional Scale of Perceived Social Support), and SWD-SF (Skala Welas Diri- Short Form). This study shows that perceived social support and self- compassion correlate positively and significantly with PTG in AYA cancer survivors. However, self-compassion is not mediating the relationship between perceived social support and PTG in AYA cancer survivors."

"Tingginya tuntutan akademik akibat Revolusi Industri 4.0 mempengaruhi stres akademik yang dimiliki oleh mahasiswa sarjana saat ini. Salah satu kemampuan yang dapat membantu mahasiswa menghadapi stres akademik adalah learned resourcefulness Terkait dengan situasi sulit, kehadiran self-compassion diprediksi berperan dalam menjelaskan kekuatan hubungan antara learned resourcefulness dan stres akademik. Penelitian ini bertujuan untuk melihat hubungan antara learned resourcefulness dan stres akademik pada mahasiswa sarjana di Indonesia dengan self-compassion sebagai moderator. Pengambilan data pada penelitian dilakukan secara daring melalui penyebaran kuesioner yang memuat alat ukur Perception of Academic Stress Scale (PASS), Self Control Schedule (SCS), dan Self Compassion Scale (SCS). Berdasarkan hasil analisis terhadap 151 partisipan, self-compassion tidak memberikan peran signifikan pada hubungan antara learned resourcefulness dan stres akademik, F(3,147) = 14.712, p > .05. Namun demikian, hasil analisis juga menemukan adanya hubungan langsung dari  variabel learned resourcefulness (b = -.073, p < .05) dan self-compassion (b = -3.3984, p < .05) terhadap stres akademik. Diskusi mengenai hasil dan implikasi penelitian ini akan dibahas lebih lanjut.

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The high academic demands due to the Industrial Revolution 4.0 affect the academic stress experienced by undergraduate students. Learned resourcefulness is one of the skills that can help students deal with academic stress. Related to difficult situations, the presence of self-compassion is predicted to play a role in explaining the strength of the relationship between learned resourcefulness and academic stress. The purpose of this study is to investigate the relationship between learned resourcefulness and academic stress in Indonesian undergraduate students, with self-compassion as a moderator. The data used for the research was collected online through the distribution of questionnaires containing Perception of Academic Stress Scale (PASS), Self Control Schedule (SCS), dan Self Compassion Scale (SCS). Based on the analysis of 151 participants, self-compassion did not significantly influence the relationship between learned resourcefulness and academic stress, F(3,147) = 14.712, p > .05. However, the results of the analysis also found a direct relationship between learned resourcefulness (b = -.073, p < .05) and self-compassion (b = -3.3984, p < .05) on academic stress. The research's findings and implications will be discussed further."